Active learning is a goal that all educators and student strive for. To understand this concept we must ask the question 'What is active learning and how do we define it? By definition we can use this diagram to discover and define this important concept.
Many theorists have studied this concept. Abraham Maslow was one of the first, developing the highly influential Hierarcy of Needs. Applying needs theory, it describes how certain basic needs must be achieved before progression can be made to the next level. Motivation, which impacts active learning, focuses on the progression of needs. The student can only be at one level at a time. The most immediate level needs need to be met before progression can be made to the next level according to Maslow. Application of this theory reveals that only when self-actualization needs are met can a student achieve the highest learning abilities. Active learning can occur at any of the following stages but is optimized by the student reaching the top of the pyramid.
Maslow's Heirarchy of Needs and the Social Media
Each student/teacher can apply their own unique perspective to this pyramid to understand how their present need level will impact their ability to be an active learner. For example, a student who has not had enough sleep will not be able to concentrate and this limits their ability to function at higher levels. A student connected and engaged will be at the top of the pyramid with self-actualization and social needs met. In today's classroom, social media has an impact and influences the students' need level. The adult learner is connected to the outside world, whether they are in a face to face, hybrid class or total on-line learning setting. This new phenomenon needs to be taken into consideration and utilized to enhance rather than detract from a student's motivation.
An underlying principle of active learning is explored in Bloom’s Taxonomy of Cognitive Domain. This theory describes six levels of learning and skills that accompany each level. Like Maslow's theory, Bloom's taxonomy is based on a stage progression of learning with each level needing to be met before the mastery level can begin to develop. We can see in the attached complex diagram, how multi-levels of learning occur and how progression is made from knowledge to evaluation. Blooms's theory also challenges the instructor to evaluate to improve learning by asking and answering the following questions:
How do we evaluate?
How do we assess if active learning has occured?
How is the course graded?
Is it a pass/fail?
Michael Armstrong4[1] explores in his book three components of motivation: direction, effort and persistence. Motivation theories, as outlined in Provincial Diploma 3250, distinguishes between intrinsic and extrinsic learning [2] . This is highlighted in the following key questions to evaluate at the completion of the course:
What has the student actively learned?
What is the reward for the student?
Has the student gained knowledge and skills outlined in the course that are transferrable to life-long learning?
Or have they achieved marks for completed assignments and or exams that are forgotten or not applicable to life outside the classroom?
This can be described by and differentiated by: what did you learn and or what mark did you get?
In conclusion, today’s modern classroom ranges from traditional to hybrid to total on-line learning classrooms. Learning retention rates are strongly linked with Bloom's theory which in turn directly links with providing a variety of active learning instructional strategies. World-wide participation occurs because of the social media. To maximize active learning, educators and students need to be aware of the rising needs conceptualized by cognitive domains to achieve maximum success. Active learning occurs when students are engaged in their classroom. The instructor needs to ensure that all the chosen instructional strategies match the class with its' format, class size, course, and technology that can be used by both the student and the teacher. Technology is a medium to promote active learning in any class. Achievement of success fosters retentions rates of the student and transfers from the class to the outside world of the adult learner.
This video shows active learning in a classroom setting:
^ Armstrong, Michael. (2007). A Handbook of Human Resource Management Practice (10th ed.). Philadelphia PA: Cambridge University Press
^ Wlodkowski, R. J. (1999), Motivation and Diversity: A Framework for Teaching. New Directions for Teaching and Learning, 1999: 5–16. doi: 10.1002/tl.7801
Many theorists have studied this concept. Abraham Maslow was one of the first, developing the highly influential Hierarcy of Needs. Applying needs theory, it describes how certain basic needs must be achieved before progression can be made to the next level. Motivation, which impacts active learning, focuses on the progression of needs. The student can only be at one level at a time. The most immediate level needs need to be met before progression can be made to the next level according to Maslow. Application of this theory reveals that only when self-actualization needs are met can a student achieve the highest learning abilities. Active learning can occur at any of the following stages but is optimized by the student reaching the top of the pyramid.
An underlying principle of active learning is explored in Bloom’s Taxonomy of Cognitive Domain. This theory describes six levels of learning and skills that accompany each level. Like Maslow's theory, Bloom's taxonomy is based on a stage progression of learning with each level needing to be met before the mastery level can begin to develop. We can see in the attached complex diagram, how multi-levels of learning occur and how progression is made from knowledge to evaluation. Blooms's theory also challenges the instructor to evaluate to improve learning by asking and answering the following questions:
Michael Armstrong4[1] explores in his book three components of motivation: direction, effort and persistence. Motivation theories, as outlined in Provincial Diploma 3250, distinguishes between intrinsic and extrinsic learning [2] . This is highlighted in the following key questions to evaluate at the completion of the course:
This can be described by and differentiated by: what did you learn and or what mark did you get?
In conclusion, today’s modern classroom ranges from traditional to hybrid to total on-line learning classrooms. Learning retention rates are strongly linked with Bloom's theory which in turn directly links with providing a variety of active learning instructional strategies. World-wide participation occurs because of the social media. To maximize active learning, educators and students need to be aware of the rising needs conceptualized by cognitive domains to achieve maximum success. Active learning occurs when students are engaged in their classroom. The instructor needs to ensure that all the chosen instructional strategies match the class with its' format, class size, course, and technology that can be used by both the student and the teacher. Technology is a medium to promote active learning in any class. Achievement of success fosters retentions rates of the student and transfers from the class to the outside world of the adult learner.
This video shows active learning in a classroom setting:
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